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Creating Supports for the Development of High-Leverage Teaching Practices in Secondary Science Classrooms

From Preparation through Induction

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Newly Hired Teachers of Science

Abstract

I have three goals for the present chapter. The first is to provide an overview of the research that has informed our group’s understanding of two important foundations for the development of effective science teaching; one of these foundations consists of a collection of core practices that are essential components of such teaching.

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Author information

Authors and Affiliations

  1. Department of Teacher Education, Michigan State University, USA

    Gail Richmond

Authors
  1. Gail Richmond
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Editor information

Editors and Affiliations

  1. University of Georgia, USA

    Julie A. Luft

  2. Valparaiso University, USA

    Shannon L. Dubois

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Richmond, G. (2015). Creating Supports for the Development of High-Leverage Teaching Practices in Secondary Science Classrooms. In: Luft, J.A., Dubois, S.L. (eds) Newly Hired Teachers of Science. Cultural and Historical Perspectives on Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-283-7_12

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